Differentiated approach to organization of unsupervised work of students learning math

The article considers the conditions of organization of independent work of students in the implementation of a differentiated approach to teaching mathematics. Particular attention is paid to the factors that contribute to the effectiveness of teaching to mathematics. The article highlights the most common signs of independence of students. It is emphasized that the problem of differentiation of instruction in terms of collective action is quite complicated and, in turn, requires the implementation of the learning process of new methods that allow to improve the mathematical training. There is a close relationship concepts of differentiation and individualization of instruction a the conditions that must be fulfilled for the successful and effective implementation of a differentiated instruction. At the organization level differentiation a teacher should not forget about the great variety of forms and methods of achieving it. For example, one of the ways of implementing the training level differentiation may be the formation of mobile teams of students. That being said, a teacher can simulate the process of organization of independent work from two sides -from the work of a teacher and by activities of students.